can sit and listen to a story from a book or on the computer
can share a book with an adult.can choose books to look at
can respond to a story
can select books from a choice of fiction and non-fiction
can join in with a story by adding sound effects or actions
can remember a story or a rhyme.can match objects to pictures
can listen to a story and know when it has ended
can choose a snack using familiar symbols
can ask to go to the toilet using familiar symbols
can choose a toy or game using familiar symbols
can name objects in a picture book
can answer a basic two key word question about a story
can find a favourite story from a selection of books or computer stories
Upon completing Step Three pupils:
know the sounds that are made by the letters in their name
know that pictures give information
know that the words in a story book tell the story
know that the words in a book give them information
know that symbols give them information.can match short words and pictures
can match pictures
can find their name from a choice of word cards
can talk about a picture book or use symbols to say what is happening
can match lower case letters
can use Clicker to match words and pictures
can tell an adult what to write about a picture
can match upper case letters
can use Clicker/talking text to help them to read words
can guess what word comes next in a rhyme
can guess what comes next in a story
can read a book with an adult and turn the pages at the right time
can answer questions about a story
can ask questions about a story
can share a story with a classmate
Upon completing Step Four pupils:
know half the letters of the alphabet by shape
know the features of a book–pages, a letter, a word, top, bottom, beginning, end
can find objects in the classroom by reading labels, symbols and other text in the environment
can put three pictures in the right order
can use clicker to tell a story or give an account using familiar pictures from a visit or a known story
can dictate captions for 3 pictures in a sequence
can find objects on visits by reading labels, symbols and other text in the environment
Upon completing Step Five pupils:
know words starting with a given letter sound
can identify the initial sound in unfamiliar words
can give out books or named items to all pupils in the classroom
can predict what might happen next in a story
can answer questions about what they have read relating to the events in the story
can use pictures to help decode text.can express opinions stating what aspects they liked and disliked in a story
can use knowledge of letters and sounds to establish meaning when reading aloud with prompting and support
can explore a range of text in different forms–letters
can show their understand a story/text by responding appropriately–laughter, surprise, looking worried
can retell a story in their own words
can explore a range of text in different forms–lists, greetings cards and labels, newspapers, play text scan answer questions about what they have read relating to characters
can answer questions about what they have read relating to the story setting.
Upon completing Step Six pupils:
know the features of a story–the characters, the setting, the events
know the differences between fiction, non-fiction and poetry
know books can be classified as fiction and non-fiction
can make a prediction for the end of the story
can retell a familiar story by sequencing pictures and creating captions
can compare two poems and state which they prefer and why
can notice patterns in words
can read a simple unfamiliar text independently
can track the text correctly
can discuss the actions of characters and give reasons for their actions
can identify good/bad characters in a story and give reasons
can identify words with similar meanings
am beginning to show awareness of punctuation when read aloud
can give the sound when shown any Phase Two and Phase Three grapheme
can read and understand text presented in different forms–comics and speech bubbles, instructions and recipes
Upon completing Stage One pupils:
know and can recite a range of age appropriate poetry
know some stories well, including fairy stories and traditional tales
know some poems well and can join in with repetitive sections
know simple literary language features
can read age appropriate texts with some fluency and expression.
can check that what they are reading makes sense and can correct mistakes
can identify their favourite character
are familiar with some non-fiction texts
can identify events in a story.can identify information from a non fiction text
can find information from looking at a pictures in a book.
can identify some simple key points from a familiar text or story
can ask simple questions about texts being read to them
can understand what is read to them and what they read to their self
can identify key words and events in a text or story
can use their own experience to help them understand a story or text
can make statements about a text and find evidence to back up their ideas
can predict what might happen next in a text and sometimes base this on what they already know
can show some understanding of simple language and text features
can sometimes make simple comparisons between different familiar texts
Upon completing Stage Two pupils:
know by heart and can recite a range of appropriate poetry
know a wide range of stories; fairy stories and traditional tales and they can retell familiar stories
can self-correct where the sense of the text is lost
can understand a wide range of poetry, stories, and non-fiction that they read independently
can understand books that are read to them and can identify key aspects of the text
can draw on their own knowledge, and information and the vocabulary provided to understand texts
can ask and answer appropriate questions about texts being read to them
can ask and answer questions appropriately, including those based on inference and prediction
can identify sequences of events in texts
can give a simple explanation of how events or items relate to one another in a text
can recognise the different structures of fiction and non-fiction books and sometimes comment on their uses
can recognise and understand simple literary language features in stories and poetry
can make simple comparisons between different texts including poetry, stories and non-fiction texts
can listen to texts that they cannot read independently and express their views
can discuss and clarify the meanings of words
can take part in a discussion about a text and give reasons for their views
can look and read with support non-fiction books that are structured in different ways
can read poems with appropriate intonation
can recognise literary language that recurs in stories and poetry
can read without undue hesitation, and read with confidence and fluency
can make inferences on what has been read
can identify their favourite words and phrases
Upon completing Stage Three pupils:
know can recite a range of age appropriate poetry
know a wide range of poetry, stories, and non-fiction read independently
know and can recognise simple literary language features in a range of texts
can fluently read and recite a range of age appropriate texts
can begin to identify writer’s viewpoint
can read age appropriate texts with fluency, accuracy and expression
can sometimes use direct references to the text to explain ideas which are inferred or deduced
can sometimes make links within and between texts to support inference and prediction
can begin to use textual cues to adapt tone, volume and intonation when reading texts aloud and when reciting poetry
can identify simple choices of language and make simple comments on these
can identify the main ideas in a text
can identify and comment on simple choices of form and structure
confidently demonstrate familiarity with a wide range of stories, fairy stories and traditional tales
can sometimes use direct references to a text to justify ideas based on their reading
can develop understanding of a text being read to them by asking and answering appropriate questions
can and comment on the effect of simple literary language features on the reader
demonstrate understanding of texts supported by some references to relevant information, vocabulary and quotations
can identify similarities and differences between an increasing range of fiction and non-fiction texts
Upon completing Stage Four pupils:
know a wider range of text types, including myths, legends and traditional stories
know and can recite a range of age appropriate poetry
know a range of literary language features.can identify similarities and differences between an increasing range of fiction and non-fiction texts
can use textual cues to adapt tone, volume and intonation when reading aloud, and when reciting poetry
are beginning to demonstrate familiarity with modern fiction, fiction from literary heritage and texts from other cultures and traditions
can relate inferences and predictions made from a single text to wider reading
demonstrate understanding of increasingly challenging texts through relevant comments and quotations
can identify simple literary language features in a range of texts including stories, plays, poetry and non-fiction
can ask increasingly challenging questions in order to gain a more sophisticated understanding of the text
can prioritise ideas expressed in a text when explaining what they have read
can comment on how the writer’s choices of literary language change meaning and affect the reader
respond to increasingly challenging questions showing a sophisticated understanding of texts
can regularly make direct reference to texts to explain their ideas
can suggest the writer’s viewpoint by referring to text
can comment on how effective the writer’s choices of literary language are
can regularly use more than one reference to the text to support an inference or deduction
can comment on the writer’s choice of language and give a simple explanation of the effect on the reader
can comment on the structural features of a text and give a simple explanation of the effect on the reader
can comment on the form of a text and give a simple explanation of its effect
Upon completing Stage Five pupils:
can fluently and effortlessly read and recite a range of age appropriate texts
can demonstrate appropriate intonation, tone and volume when reading text and plays aloud, and reciting poetry.know by heart and recite a range of age appropriate poetry
can demonstrate familiarity with and understanding of the features of a range of books, including myths,legends and traditional stories, modern fiction and fiction from literary heritage, and texts from other cultures and traditions
can draw on an increasingly wide range of contextual evidence to make sense of what is being read
can ask and develop questions in order to gain an increasingly sophisticated understanding of the text being read to them
can condense information from a single text, selecting key points and presenting them.can support main points with some use of detail from the text
can begin to draw together inferences to support a more detailed analysis of character and events
can discuss writer’s viewpoint, giving reasons why they agree or disagree
can engage in discussion about their reading, asking and answering questions about ideas arising from the text
can develop comments on the writer’s choices of language, form or structural features and explain their effect on the reader can identify a range of literary language features and comment on how effective the writer’s choices of literary language are
can make increasingly sophisticated comparisons within and across different texts, including novels,stories, plays, poetry,non-fiction, reference books and text books as well as texts from other cultures and traditions, by making accurate comments on how these affect the reader
Upon completing Stage Six pupils:
can fluently and effortlessly read and recite a range of age appropriate texts
can routinely demonstrate appropriate intonation, tone and volume when reading text and plays aloud,and reciting poetry, to make the meaning clear to the audience
can routinely demonstrate understanding of the features of a wide range of texts, including myths,legends and traditional stories, modern fiction and fiction from literary heritage, and texts from other cultures and traditions
can routinely draw on a wide range of contextual evidence to make sense of what is being read
can participate in discussions to express views formed through listening to texts and courteously challenging those of others
can retrieve, record and present information; using non-fiction
can identify key details that support main ideas, and use them to summarise content drawn from more than one paragraph
can draw inferences and justify inferences with evidence
can make predictions based on details stated and implied
can distinguish between fact and opinion
can ask a range of questions to develop understanding of the text
can express views formed through independent reading, explaining and justifying personal opinions
can explain and discuss their understanding of what they have read
routinely develop comments on the writer’s choices of language, form or structural features and how effectively they guide the reader
can identify recurring literary language features across a range of texts and routinely express views on how effective the writer’s choices of literary language are
can make evaluative comparisons within and across different texts, including novels, stories, plays, poetry, non-fiction, reference books and text books as well as texts from other cultures and traditions, by expressing opinions about how writers’ choices affect the reader
